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Rapport et Bilan Scientifique - 2e Symposium sur la Politique Linguistique Familiale 2021
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In: https://hal-inalco.archives-ouvertes.fr/hal-03525635 ; [Rapport de recherche] INALCO, Sorbonne Paris-Cité (SPC). 2022 (2022)
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Rapport et Bilan Scientifique - 2e Symposium sur la Politique Linguistique Familiale 2021
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In: https://hal-inalco.archives-ouvertes.fr/hal-03525635 ; [Rapport de recherche] INALCO, Sorbonne Paris-Cité (SPC). 2022 (2022)
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Interculturality in Action at an English Conversation Club in a Thai University: The use of Cultural Differences and Spatial Repertoire/ Thai 'Habitat' Factor in the Management of Interaction
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Las actitudes lingüísticas en la comunidad de Majayura (La Guajira): un estudio desde los componentes cognitivo y emocional
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In: Lingüística y Literatura, ISSN 0120-5587, null 42, Nº. 80, 2021 (Ejemplar dedicado a: Vol. 42, 80 (2021): JULY-DECEMBER, 2021), pags. 236-256 (2021)
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Online Headline Testing at a Belgian Broadsheet: A Postfoundational Perspective on How News Professionals 'Sell' Content ...
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Online Headline Testing at a Belgian Broadsheet: A Postfoundational Perspective on How News Professionals 'Sell' Content ...
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A Linguistic Ethnography of Laissez Faire Translanguaging in Two High School English Classes
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Abstract:
This study investigated the multilingual practices in two high school English classrooms that can be described as “laissez faire translanguaging” since they emerge when teachers permit the use of languages other than English but do not explicitly teach students to harness these as learning resources. Under such conditions, it is necessary to investigate how students use languages other than English, which individuals benefit more from this classroom language policy and why, and what learning affordances and limitations can be found in the multilingual practices students perform in the absence of deliberate bi/multilingual pedagogy. Over a school year (2018-19), I used linguistic ethnography and interactional sociolinguistic analyses (Copland & Creese, 2015; Rampton, Maybin, & Roberts, 2015) to investigate the following questions in an English 9 and an ESL 9/10 class, where some recently-arrived students spoke non-English languages as their first languages and some who had mainly grown up in the U.S. had varying levels of proficiency in their heritage languages: 1. What kinds of multilingual language use can be heard in high school English classes where non-English languages are permitted but not part of official pedagogical practices? 2. How do students benefit from or experience challenges under a laissez faire language policy? For instance: 2a. How does being in the classroom linguistic majority or minority play a role? 2b. How does being a relative newcomer or a resident multilingual impact individual experiences? My purpose was to capture how this language policy in English classrooms interacted with students’ uptake and contextual factors, shaping opportunities to learn. ; Ph.D.
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Keyword:
Bi/Multilingual Education; Code-Switching; Interactional Sociolinguistics; Linguistic Ethnography; Linguistics; Secondary education; Translanguaging
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URL: http://hdl.handle.net/10125/69070
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Making Chó bò*: Troubling Việt speak : Collaborating, translating, and archiving with family in Australian contemporary art.
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Narrative analysis applied to text production: Investigating the processes of quoting in the making of a broadcast news story
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In: AILA REVIEW, vol. 33, pp. 104-119 (2020)
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« Un voyage sans fin » : expressions métaphoriques et `ibmudes`/ib linguistiques de nouveaux locuteurs suédois
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In: Langage et société, N 170, 2, 2020-05-20, pp.109-128 (2020)
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Living Language Policy Through Stratified Space: A Linguistic Ethnography in the United Arab Emirates
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Political graffiti in May 2018 at Nanterre University: A linguistic ethnographic analysis
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In: ISSN: 0957-9265 ; Discourse and Society ; https://hal.parisnanterre.fr//hal-03110754 ; Discourse and Society, SAGE Publications, 2019, 30 (5), pp.441-464. ⟨10.1177/0957926519855788Discourse⟩ (2019)
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L’Université de Moncton, la langue et les normes. Enjeux acadiens, échos finlandais
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Codes in Transition: A Folk Linguistic Exploration of the Irish Traveller Cant
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Un savoir solidaire Nord/Sud : le projet Louisiane et le défi de l'engagement
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Bruce, Clint. - : Département de sociologie, Faculté des sciences sociales, Université Laval, 2018. : Érudit, 2018
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Multilingual and intercultural communication in and beyond the UK asylum process: a linguistic ethnographic case study of legal advice-giving across cultural and linguistic borders
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Arabic borrowing of the Hebrew word menahēl ‘manager’: Articulations and ideologies
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